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Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample
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Weaver, Andrew – Reading Research Quarterly, 2023
This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary-aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of…
Descriptors: Executive Function, Reading Achievement, Reading Skills, Elementary School Students
Fourth Graders' Cognitive Processes and Learning Strategies for Reading Illustrated Biology Texts: Eye Movement Measurements
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Jian, Yu-Cin – Reading Research Quarterly, 2016
Previous research suggests that multiple representations can improve science reading comprehension. This facilitation effect is premised on the observation that readers can efficiently integrate information in text and diagram formats; however, this effect in young readers is still contested. Using eye-tracking technology and sequential analysis,…
Descriptors: Reading Comprehension, Content Area Reading, Science Instruction, Eye Movements
Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers
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Brinchmann, Ellen Irén; Hjetland, Hanne Naess; Lyster, Solveig-Alma Halaas – Reading Research Quarterly, 2016
The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on…
Descriptors: Hypothesis Testing, Knowledge Level, Decoding (Reading), Reading Comprehension
Comprehension Strategy Instruction in Core Reading Programs
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Dewitz, Peter; Jones, Jennifer; Leahy, Susan – Reading Research Quarterly, 2009
Core reading programs provide the curriculum and guide the instruction for many classroom teachers. The purpose of this study was to conduct a curriculum analysis of comprehension instruction in the five most widely used core reading programs. The recommended comprehension instruction in grades 3, 4, and 5 was examined to answer four questions:…
Descriptors: Reading Programs, Reading Strategies, Grade 3, Grade 4
The Influence of Reading Skills on the Missing-Letter Effect among Elementary School Students
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Saint-Aubin, Jean; Klein, Raymond M. – Reading Research Quarterly, 2008
When skilled readers search for a target letter while reading for comprehension, they miss the target letter more often when it is embedded in high-frequency function words than in less frequent content words. The magnitude of this "missing-letter-effect" (MLE) was investigated among 180 first- to fifth-grade students as a function of…
Descriptors: Reading Skills, Form Classes (Languages), Elementary School Students, Achievement Tests
A Longitudinal Literacy Profile of Greek Precocious Readers
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Tafa, Eufimia; Manolitsis, George – Reading Research Quarterly, 2008
The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances,…
Descriptors: Reading Comprehension, Spelling, Reading Fluency, Program Effectiveness